Evidence for a mental health crisis in graduate education

Evans, Teresa M.; Bira, Lindsay; Gastelum, Jazmin Beltran; Weiss, L. Todd; Vanderford, Nathan L.

doi:10.1038/nbt.4089

Cited by 986 publications

(1,064 citation statements)

References 9 publications

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“…Unfortunately, such critiques of the culture of academia are not uncommon and the sometimes toxic nature of research teams is increasingly under scrutiny, especially given the mental health crisis in PhD students (Evans et al. ). Recent articles documenting the experiences of minority groups such as women (Howe‐Walsh and Turnbull ), people of color (Burke ), and LGBTQ (Freeman ) in academia, as well as Twitter movements such as #MeTooSTEM (Wadman ), demonstrate that there is still a long way to go before we create a truly open and inclusive research culture in our universities.…”

Section: Barriers Preventing Collaborationmentioning

confidence: 99%

An early career perspective on encouraging collaborative and interdisciplinary research in ecology

et al. 2019

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There is a growing need for collaborative and interdisciplinary research in addressing global ecological challenges, and early career researchers (ECRs) often play a vital role in such ventures. But despite the desire for such approaches, forming new and interdisciplinary collaborations is risky, and disproportionately so for ECRs, whose perspectives on this topic are rarely heard. Here, we present common perceptions among ECRs regarding opportunities for intra‐ and interdisciplinary collaboration, and barriers preventing such collaboration from taking place. We also discuss possible solutions, and the ecological outcomes of fostering more collaboration. The perceptions discussed have been distilled from a two‐day workshop in New Zealand, aiming to investigate the potential for collaboration between 34 ECRs in distinct ecological disciplines across ten research institutes. Commonality in methodology or research aims was vital for potential collaborations to be considered worthwhile, but differences in spatial or temporal scales were a key disconnect that hindered numerous potential crossovers. Individual connectivity and institutional structures were commonly perceived as barriers to acting collaboratively in general. Specifically, barriers included having a small peer network, lack of access to funding, and concerns over the risk/reward ratio of forming new collaborations. Overcoming barriers will require active, practical support from institutions, funding bodies and mentors, and participants commonly called for specific funding support and the creation of ECR‐focused spaces to better foster collaborative behavior. Fostering interdisciplinary ECR collaborations in ecology was perceived to be useful in creating larger and more useful datasets and tools, and more scalable and transferable models and outcomes. Adopting practices that facilitate more ECR‐led interdisciplinary collaboration will help generate a more integrative understanding of ecological systems globally.

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Section: Barriers Preventing Collaborationmentioning

confidence: 99%

An early career perspective on encouraging collaborative and interdisciplinary research in ecology

et al. 2019

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“…Make time to celebrate the small wins, no matter how small they are (e.g., developing a research impact plan, establishing a new relationship, etc.). Look after your mental health (Evans et al, 2018;Nature 2018), and take breaks from your impact work when needed. Surround yourself with good people -people who share your values and goals, people who encourage, inspire, and support you.…”

Section: Personal Attributes For Achieving Impactmentioning

confidence: 99%

An introduction to achieving policy impact for early career researchers

Evans

Cvitanovic

2018

Palgrave Commun

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Scientists are increasingly required to demonstrate the real world tangible impacts arising from their research. Despite significant advances in scholarship dedicated to understanding and improving the relationships between science, policy and practice, much of the existing literature remains high level, theoretical, and not immediately accessible to early career researchers (ECRs) who work outside of the policy sciences. In this paper, we draw on the literature and our own experiences working in the environmental sciences to provide an accessible resource for ECRs seeking to achieve policy impact in their chosen field. First, we describe key concepts in public policy to provide sufficient background for the non-expert. Next, we articulate a number of practical steps and tools that can help ECRs to identify and enhance the policy relevance of their research, better understand the policy world in practice and identify a range of pathways to achieving impact. Finally, we draw on our personal experiences to highlight some of the key individual characteristics and values that are needed to operate more effectively at the interface of science, policy and practice. Our hope is that the information and tools provided here can help to empower ECRs to create their own pathways to impact that best suit their individual goals, circumstances, interests and strengths.

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“…Furthermore, emotional support from peers may be critical to the health and well‐being of trainees. Approximately 40% of graduate students suffer from moderate to severe anxiety and depression, and more than half who report having an unhealthy work–life balance, which can be compounded by a lack of peer connections, experience these mental health issues (Evans, Bira, Gastelum, Weiss, & Vanderford, ).…”

Section: Mbe Trainee Needsmentioning

confidence: 99%

Next Steps for Mind, Brain, and Education: Strengthening Early‐Career Development

Gotlieb

Pollack

Younger

et al. 2019

Mind Brain and Education

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An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.

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Evidence for a mental health crisis in graduate education

Cited by 986 publications

References 9 publications

An early career perspective on encouraging collaborative and interdisciplinary research in ecology

An early career perspective on encouraging collaborative and interdisciplinary research in ecology

An introduction to achieving policy impact for early career researchers

Next Steps for Mind, Brain, and Education: Strengthening Early‐Career Development

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